School of Coding AEP Limited

What Ofsted said

From the inspection on 30 June 2026

At School of Coding, pupils quickly find a place, where they are safe, happy and feel they belong. They develop confidence to re-engage with learning and build resilience over time. Most pupils have experienced difficulties in their previous education. Pupils enjoy their learning, which is personalised and linked to their needs. They enjoy the specialist teaching in gaming, coding and subjects, such as animation. The school has high expectations of what pupils can achieve. Teachers design lessons to help pupils build their knowledge step by step. They make sure pupils have a good understanding of the important skills in English and mathematics. Staff adjust the work and reduce barriers to learning so all pupils feel successful. As a result, pupils concentrate during lessons and feel a growing pride in their achievements. Relationships between staff and pupils are positive, based on respect and understanding. Pupils are confident to share any worries with staff because they trust them to listen and provide support if needed. However, pupils do not attend school regularly, and some pupils remain on part-time timetables for long periods. This means they do not have the chance to benefit from all aspects of the school’s wider curriculum. For example, part-time pupils do not experience regular careers education or benefit from a complete programme of relationships and sex education. This means they are not as well prepared for their next steps as they could be. Pupils are well behaved and respectful. Commonly understood and applied routines help pupils feel secure and ready to learn. Bullying is never tolerated in this school, and should it happen, staff deal with it without delay. Pupils benefit from the new experiences that leaders plan for them. For instance, pupils visit the theatre and nearby universities. These visits enhance pupils' learning. Leaders make sure that everyone accesses these opportunities.

What the school should improve

• Leaders should ensure that there are clear step-by-step processes for assessing, meeting, reviewing and recording pupils’ needs to enable the school to have a strategic overview of the impact of their support on pupils.
• Leaders should ensure that all students, once settled in school, experience a full-time broad and balanced curriculum suited to their needs that enables them to achieve their potential in a wide range of subjects.
• Leaders should ensure that pupils’ attendance is recorded in line with statutory guidance to enable the school to have an accurate understanding of pupils’ absence rates, and, therefore, improve attendance for all pupils.
• Leaders should ensure that all students receive appropriate and well-organised relationships and sex education and careers education, so they are ready for their next steps as adults.
• The proprietor should ensure that leaders have the capacity to be able to strategically review the impact of all areas of the school’s work, so that pupils attend regularly and achieve well across all areas of the curriculum.

Read the full Ofsted report (opens in a new tab)